Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/18770 |
Resumo: | This research is associated to the Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo, and is part of the Research Line of New Technologies in Education. Objectively it reflects on the integration of information and communication technologies into the public elementary school’s curriculum, specifically the Literacy Cycle in order to identify the paths indicated by public policies in this area. A documental analysis is developed with a qualitative approach based on the National Education Plan 2014-2024 and the National Pact for Literacy at the Right Age – 2015 Teacher training materials. This analysis seeks to uncover references of technologies in the public policies’ documents based on the following concepts: curriculum, digital culture, technology as a human right, reading instruction/beginning literacy, and literacy. For the analysis a set of levels of technology integration into the curriculum was designed. The theoretical framework is based mainly on the concepts of Paulo Freire, Pierre Lévy, Álvaro Vieira Pinto, Michael Apple and receives contributions from other researchers and educators. The historical context of the republican education in Brazil and the implementation of technology in public schools are presented as a starting point for this research. The study reveals that a dynamic process, which has already started, characterizes the integration of information and communication technologies into the curriculum in the Literacy Cycle. This process is in the direction of consolidation and creation of new paths. It also reveals the guidelines offered by the public policies analyzed for the expansion of opportunities to access technology and to participate in the digital culture. It is evident that the National Education Plan 2014-2014, which focuses on the use of technology related to teacher education, schools’ technological infrastructure, educational technologies and management, despite of having goals and strategies geared to increasing the presence of technology in schools, does not indicate specific ways for their integration into the curriculum of the Literacy Cycle, thereby opening spaces for schools to design their own paths. The presented intentions reveal the need to place products and solutions at the center of the strategies, taking teachers and students to a support level at the teaching and learning processes. The National Pact for Literacy at the Right Age indicates, especially in the teacher’s practice reports, paths closer to the teacher's practice inviting them to think about the technologies the same way they think dimensions of culture, science, economy, politics and all aspects that are part of the society |
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Silva, Maria da Graça Moreira dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784189D3http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4922726P6Monteiro, Natália Andreoli2016-08-02T13:20:28Z2016-03-14Monteiro, Natália Andreoli. Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais. 2016. 152 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/18770This research is associated to the Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo, and is part of the Research Line of New Technologies in Education. Objectively it reflects on the integration of information and communication technologies into the public elementary school’s curriculum, specifically the Literacy Cycle in order to identify the paths indicated by public policies in this area. A documental analysis is developed with a qualitative approach based on the National Education Plan 2014-2024 and the National Pact for Literacy at the Right Age – 2015 Teacher training materials. This analysis seeks to uncover references of technologies in the public policies’ documents based on the following concepts: curriculum, digital culture, technology as a human right, reading instruction/beginning literacy, and literacy. For the analysis a set of levels of technology integration into the curriculum was designed. The theoretical framework is based mainly on the concepts of Paulo Freire, Pierre Lévy, Álvaro Vieira Pinto, Michael Apple and receives contributions from other researchers and educators. The historical context of the republican education in Brazil and the implementation of technology in public schools are presented as a starting point for this research. The study reveals that a dynamic process, which has already started, characterizes the integration of information and communication technologies into the curriculum in the Literacy Cycle. This process is in the direction of consolidation and creation of new paths. It also reveals the guidelines offered by the public policies analyzed for the expansion of opportunities to access technology and to participate in the digital culture. It is evident that the National Education Plan 2014-2014, which focuses on the use of technology related to teacher education, schools’ technological infrastructure, educational technologies and management, despite of having goals and strategies geared to increasing the presence of technology in schools, does not indicate specific ways for their integration into the curriculum of the Literacy Cycle, thereby opening spaces for schools to design their own paths. The presented intentions reveal the need to place products and solutions at the center of the strategies, taking teachers and students to a support level at the teaching and learning processes. The National Pact for Literacy at the Right Age indicates, especially in the teacher’s practice reports, paths closer to the teacher's practice inviting them to think about the technologies the same way they think dimensions of culture, science, economy, politics and all aspects that are part of the societyEsta pesquisa está vinculada ao Programa de Pós-Graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo, e se insere na Linha de Pesquisa Novas Tecnologias na Educação. Objetiva refletir sobre a integração das tecnologias de informação e comunicação ao currículo do Ensino Fundamental público, mais especificamente do Ciclo de Alfabetização, buscando identificar os caminhos apontados pelas políticas públicas. Para tanto, desenvolve uma análise documental com abordagem qualitativa do Plano Nacional de Educação (PNE) 2014-2024 e do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) – Cadernos de formação de 2015. Esta análise busca descortinar as referências sobre as tecnologias em seus textos à luz dos conceitos de currículo, cultura digital, tecnologia como direito humano, alfabetização e letramento. Para a análise foi elaborado um conjunto de níveis de integração das tecnologias ao currículo. A fundamentação teórica baseia-se, principalmente, nos conceitos cunhados por Paulo Freire, Pierre Lévy, Álvaro Vieira Pinto, Michael Apple e recebe contribuições de outros pesquisadores e educadores. O contexto histórico da educação republicana e da implantação das tecnologias nas escolas públicas é apresentado como ponto de partida para esta pesquisa. O estudo revela que a integração das tecnologias de informação e comunicação ao currículo no Ciclo de Alfabetização se caracteriza por um processo dinâmico já iniciado e que se direciona para sua consolidação e o traçado de novos caminhos. Revela também, em âmbitos gerais, as diretrizes para a ampliação das oportunidades de acesso às tecnologias e de participação na cultura digital oferecidas pelas políticas públicas analisadas. Evidencia-se que o Plano Nacional de Educação (PNE) 2014-2014, cujo enfoque de uso das tecnologias está relacionado à formação docente, à infraestrutura tecnológica das escolas, às tecnologias educacionais e à gestão, apesar de apresentar metas e estratégias voltadas para a ampliação da presença das tecnologias, não aponta caminhos específicos para a sua integração ao currículo do Ciclo de Alfabetização, abrindo espaços para as escolas os traçarem. As intenções apresentadas revelam a necessidade de se colocar produtos e soluções no centro das estratégias, suscitando que professores e alunos sejam coadjuvantes do processo de ensino e aprendizagem. O Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) – Cadernos de formação de 2015 – indica, especialmente nos relatos de prática dos professores alfabetizadores, caminhos mais próximos à prática do professor convidando-o a pensar as tecnologias da mesma maneira que pensa dimensões da cultura, da ciência, da economia, da política e de todos os aspectos que fazem parte da sociedadeCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/37984/Natalia%20Andreoli%20Monteiro.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCurrículoTecnologias de informação e comunicaçãoAlfabetizaçãoCurriculumInformation and communication technologiesLiteracyCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOIntegração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionaisIntegrating technologies into the curriculum in the Literacy Cycle: analysis of educational public policiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTNatalia Andreoli Monteiro.pdf.txtNatalia Andreoli Monteiro.pdf.txtExtracted texttext/plain317326https://repositorio.pucsp.br/xmlui/bitstream/handle/18770/4/Natalia%20Andreoli%20Monteiro.pdf.txt33ecd9d08d1278fe2503a96ce861e825MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
dc.title.alternative.eng.fl_str_mv |
Integrating technologies into the curriculum in the Literacy Cycle: analysis of educational public policies |
title |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
spellingShingle |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais Monteiro, Natália Andreoli Currículo Tecnologias de informação e comunicação Alfabetização Curriculum Information and communication technologies Literacy CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
title_full |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
title_fullStr |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
title_full_unstemmed |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
title_sort |
Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais |
author |
Monteiro, Natália Andreoli |
author_facet |
Monteiro, Natália Andreoli |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Maria da Graça Moreira da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784189D3 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4922726P6 |
dc.contributor.author.fl_str_mv |
Monteiro, Natália Andreoli |
contributor_str_mv |
Silva, Maria da Graça Moreira da |
dc.subject.por.fl_str_mv |
Currículo Tecnologias de informação e comunicação Alfabetização |
topic |
Currículo Tecnologias de informação e comunicação Alfabetização Curriculum Information and communication technologies Literacy CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Curriculum Information and communication technologies Literacy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This research is associated to the Program of Graduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo, and is part of the Research Line of New Technologies in Education. Objectively it reflects on the integration of information and communication technologies into the public elementary school’s curriculum, specifically the Literacy Cycle in order to identify the paths indicated by public policies in this area. A documental analysis is developed with a qualitative approach based on the National Education Plan 2014-2024 and the National Pact for Literacy at the Right Age – 2015 Teacher training materials. This analysis seeks to uncover references of technologies in the public policies’ documents based on the following concepts: curriculum, digital culture, technology as a human right, reading instruction/beginning literacy, and literacy. For the analysis a set of levels of technology integration into the curriculum was designed. The theoretical framework is based mainly on the concepts of Paulo Freire, Pierre Lévy, Álvaro Vieira Pinto, Michael Apple and receives contributions from other researchers and educators. The historical context of the republican education in Brazil and the implementation of technology in public schools are presented as a starting point for this research. The study reveals that a dynamic process, which has already started, characterizes the integration of information and communication technologies into the curriculum in the Literacy Cycle. This process is in the direction of consolidation and creation of new paths. It also reveals the guidelines offered by the public policies analyzed for the expansion of opportunities to access technology and to participate in the digital culture. It is evident that the National Education Plan 2014-2014, which focuses on the use of technology related to teacher education, schools’ technological infrastructure, educational technologies and management, despite of having goals and strategies geared to increasing the presence of technology in schools, does not indicate specific ways for their integration into the curriculum of the Literacy Cycle, thereby opening spaces for schools to design their own paths. The presented intentions reveal the need to place products and solutions at the center of the strategies, taking teachers and students to a support level at the teaching and learning processes. The National Pact for Literacy at the Right Age indicates, especially in the teacher’s practice reports, paths closer to the teacher's practice inviting them to think about the technologies the same way they think dimensions of culture, science, economy, politics and all aspects that are part of the society |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-02T13:20:28Z |
dc.date.issued.fl_str_mv |
2016-03-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Monteiro, Natália Andreoli. Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais. 2016. 152 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18770 |
identifier_str_mv |
Monteiro, Natália Andreoli. Integração de tecnologias ao currículo no Ciclo de Alfabetização: análise de políticas públicas educacionais. 2016. 152 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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